Karen Butler – Lecture to third year primary BEd students at Flinders University


EDUC3635 Lecture 18 September 11-11:50am Lecture Theatre 1.01

About me. My name is Karen Butler I am a Manager for the Digital Learning and Communication Team. As such I have a unique opportunity to see teaching practice across the state so some of what I will show you will relate to this role and other examples will be from my own teaching practice. I was teaching at Grange Primary School 2 years ago. I have been teaching primary students for a very long time!

When Trudy asked me to present today she gave me this suggested set of questions to address.
What is inquiry learning and why is it important as a pedagogical approach?
Which iPad apps are recommended to expand students’ numeracy learning opportunities?
How can these apps be integrated into an inquiry unit of work with a numeracy focus?
How do you keep up to date with effective practices with emerging technologies?

So the process I went through was to define what I meant by the terms - numeracy, inquiry and ICTs and then research their meaning in terms of academic literature and amongst my colleagues. I then set about collecting and curating examples. But as I was preparing, I asked myself a question. One that I often asked when I was preparing for teaching my year 6/7s, – Who is doing the thinking? Who is doing the learning? And if the answer was something along the lines of - me, I am learning about migration history in Australia since 1901, or I am learning about properties and application of knowledge about triangles – then I realised I needed to change my approach and get the students to do the thinking by asking questions and setting investigative tasks. And of course the answer today is “me.” So while I thank you, for giving me the opportunity to synthesize my understandings of these topics, in order to present to you, it occurs to me that I am in fact doing something which is the antithesis of inquiry learning – ie imparting, transferring information to you the learner in a lecture format. So I invite you to use this time in the Kath Murdoch sense as a hook.

As a way to tune in to learning about inquiry, numeracy and ICTs and to commit to reflecting on your practice as a teacher-to-be. As such I have created the hashtag #numinq for your thoughts on Twitter so please, if you have an internet enabled device, tweet to me at either @talkychalky43 or @klbutler65. Include your questions, thoughts, aha moments, so what moments or yeah but moments. Be honest, be thoughtful and take this opportunity collaborate with your colleagues. Alternatively if you do not Tweet I have created a “Todaysmeet” at https://todaysmeet.com/numinq for you to contribute your thoughts. It is open for a month and you can print the transcription. I shall also post links to resources both here and Twitter so that learning can continue beyond this 50 minutes. My BIG QUESTION for you, your mission, should you choose to accept it to inquire into - What happens at the intersection of numeracy learning through inquiry approaches using technology?

To approach technology in schools from a useful, ethical paradigm and not be seduced by fads, fast paced change and the newest, coolest, shiniest “things” there is a need for conceptual frameworks for understanding the powerful application of technology in schools. So for the purposes of today we will be using the TPACK model, which although not uncontested is useful for our purposes.

The TPACK model offers a way of organizing thinking about technology integration by identifying three core components and acknowledging the complexity of interaction between them. I understand you are familiar with this model. The core components being content knowledge and pedagogical knowledge described as more stable and constant, combined with the shifting ground of technological knowledge. While this is a useful tool and the authors, Koehler and Mishra, 2009, acknowledge that separation of the components is an analytical exercise, constructions of content and pedagogy are not always constant and are continually being negotiated as some knowledge is more privileged over others.

Teaching successfully with technology requires continually creating, maintaining, and re-establishing a dynamic equilibrium among all components. It is worth noting that a range of factors influences how this equilibrium is reached. (Koehler and Mishra 2009)

Teachers are therefore working with three shifting, dynamic and ever changing components. The temptation therefore could be to disengage and to revert to a default position, sticking to what can be known and measured, namely as Atweh and Goos (2009) observed, content and skills.

Another model often used in conjunction with the TPACK model and one that makes integrating technology extremely practical is the SAMR model. Ruben Puentendura (2013) outlines four stages of technology use in education: substitution, augmentation, modification and redefinition.


These four stages make up the SAMR model. At the substitution stage the technology is selected as a replacement for an earlier practice or technology – for example using an electronic whiteboard in the same way you would use a non-interactive whiteboard, i.e. to record notes as you are explaining something to students. At the augmentation stage the technology acts as a replacement technology with greater functionality for example recording as you write notes on an Interactive Whiteboard and making the recording available to students. At the modification stage the technology used facilitates a redesigning of the task, for example getting students to use a whiteboard app on a tablet device to record their explanations of a topic. Finally at the redefinition level the technology facilitates the invention of new tasks, formerly unimaginable, for example the students could record their understandings on a tablet whiteboard app and then share these with a global audience on the web and receive feedback and comment from other learners. The first two stages are together referred to as the Enhancement level while the last two together are referred to as the Transformation level.
This way of thinking about technology is not new. Trudy Sweeney developed a rubric for using the Interactive Whiteboard in 2008 that was very similar. I used this extensively with teachers when I was teaching at Grange Primary School and working as a coordinator providing professional development in the use of the Interactive Whiteboards.

Importantly, one stage is not privileged over another but recognizes that each level must be used to serve the learning. This is important because users will often begin with substitution and when they achieve success in this area, are much more likely to try other ways of using the technologies. Not privileging one over the other allows teachers to enter the technology landscape at a level with which they can achieve success and be inspired to tackle more complex integrations of technology. These two models provide useful ways of thinking and talking about technology integration.

I will be looking at the three domains of the TPACK model in terms of Inquiry learning as Pedagogy, Numeracy as Content and ICT capabilities using apps and iPads as Technological knowledge. The SAMR model can help in assessing the validity of using apps in a particular way.

What is it? Why is it a valued pedagogical approach? There are many and varied definitions of inquiry learning and all of them contested. Here are four

Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action. (Alberta 2006)

Inquiry is the dynamic process of being open to wonder and puzzlement, and coming to know and understand the world (Galileo Educational Network 1999-2014 accessed online at http://galileo.org/teachers/designing-learning/articles/what-is-inquiry/)

Inquiry is an approach to learning that involves a process of exploring the natural or material world, that leads to asking questions and making discoveries in the search for new understandings. Exploratorium Institute for Inquiry 1998

Inquiry based learning involves learners asking questions about the natural or material world, collecting data to answer those questions, making discoveries and testing those discoveries rigorously (de Jong 2006a p.532).

* Tuning in: establishing a hook to spark student interest. This can be self, group or class generated. Establishing prior knowledge and beginning to ask questions

* Finding out: immersion in the information related to the inquiry, researching asking more questions

*Sorting out: analysing, clarifying, reviewing, finding patterns, making meaning developing new understandings

* Synthesising and reflecting: reviewing earlier thinking, examining misconceptions, making connections between ideas identifying what has been learned

* Applying and acting - applying new knowledge in different contexts, creating constructing doing

* Personalised pathways - self directed investigations that have resulted as the investigation has occurred.

What it is not - Inquiry based learning is not “discovery learning” or “unguided learning” as it can often be misinterpreted. The process of inquiry requires teachers to be active participants in delivering explicit teaching when required, guiding through questioning and structuring time and space for students to have “hard fun” i.e. that they are intellectually stretched while learning both the sanctioned curriculum and self initiated interests.

Using technology tools makes it even more possible for students to self regulate and pursue their passions. Inquiry learning is significant because the learner is placed firmly at the centre. South Australian research conducted through the Teaching For Effective Learning framework, which is now mandated in schools, clearly indicates that teachers are prone to err on the side of safety at the expense of rigour. This means that students often experience learning as a transfer of knowledge process and are involved in activities that provide low risk. It means they are not learning the skills required to participate fully in an information and technologically rich society. The TfEL framework identifies three areas where teachers must improve their practice these are
2.3 - negotiate learning, 3.3 - explore the construction of knowledge and 4.3 apply and assess learning in authentic contexts.

Inquiry learning, particularly when enhanced through the use of technologies, addresses these gaps in teacher practice.

Here is an example of inquiry learning. My year 6 students were asked to make a docmentary for the New Media Awards. The theme was “sustainability” I asked them “what is sustainability?” From here we used mind mapping tools to discover what the term meant. Then each student posed questions related to the topic. The students formed documentary groups based on their questions. Some asked - How much water do we really need? Others asked - What is the most sustainable form of transport? Others looked at rubbish and asked How can we reduce waste? As part of their documentary assessment they had to show evidence of researching and using maths in their presentation. The hook was the documentary - New Media Competition - the chance to create a text for a real audience.

The tuning in involved mindmapping and the research involved collecting and curating information and then the synthesis was involved in creating the documentary. We didn’t have iPads at the time but if we had it would have been a much easier process. Check out their movie and consider the kinds of numeracy that was required to create this text. (movie at

https://itunes.apple.com/au/podcast/learning-through-new-media/id619604109?... )

QR codes
http://www.pinterest.com/treverreeh/math-qr-codes/

Demo Instagrok

http://www.instagrok.com/results.html?query=numeracy+and+teachnology&share_...

Boolean searching lmgtfy

Evernote

http://www.pearltrees.com/morganiseit/digital-computers-internet/id8723024

Mindnote demo

Numbers demo - money problem solving

Edmodo demo

https://www.edmodo.com/home

Show Me demo

Explain everything demo

Animation

Conduct a search in the app store for numeracy and what you will find is boundless apps for teaching maths fluency. The Australian Curriculum v7.0 (ACARA 2014) has listed the proficiencies required to “do “ mathematics - these are “understanding” “fluency” “problem solving” and “reasoning”.

Fluency is defined as
Students develop skills in choosing appropriate procedures, carrying out procedures flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily. Students are fluent when they calculate answers efficiently, when they recognise robust ways of answering questions, when they choose appropriate methods and approximations, when they recall definitions and regularly use facts, and when they can manipulate expressions and equations to find solutions. (ACARA 2014)

It appears no-one has told developers that fluency is one aspect of mathematics and does not alone constitute numeracy. Numeracy is also a contested term. This is no doubt due to high stakes testing like NAPLAN. Take a look at a question from a NAPLAN “numeracy” and you will notice that many of these also test mathematics fluency rather than numeracy.

As Dan Meyer (2010) suggests, the “numeracy” questions have all the information you need to solve a problem. When in life is it ever the case that you have all the information, control f all the variables, presented to you to solve a problem. Inquiry methodology asks that we engage the students in asking questions and then working to solve real world problems.


https://www.ted.com/talks/dan_meyer_math_curriculum_makeover?language=en

http://www.101qs.com/

For our purposes we will use the definition of numeracy in the Australian Curriculum -

Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations. (ACARA 2014)

When using iPad apps to teach numeracy you may want to engage students in fluency practice, but if that is all you are requiring them to do you are not teaching them to be numerate. To be numerate students need to be able to apply their fluency skills in multiple contexts and identify and use varied strategies to solve problems.

Demo of fluency app - eg Doodle Maths

Ann Baker (2013) suggests any numeracy block needs three major components - mental routines, problematised situations and reflection

http://www.acleadersresource.sa.edu.au/index.php?search=numeracy

Mental routines develop mathematical vocabulary and activate prior knowledge. Using three types of questions – open, closed and flipped questions a teacher can quickly ascertain where students are at. Open questions have multiple possible answers, closed questions have right or wrong answers and flipped questions are where the students are asking the questions, often to eliminate wrong answers and guess a correct answer. Often Anne Baker does this with a toolkit of blocks, dice, measuring tape and importantly a whiteboard. The mental routine gives you information about what the students already know and can do and what you need to address in your lessons. Whiteboard and explaining apps are useful for this.

Every unit of learning begins with a problematised situation which engages students, challenges their mathematical thinking and has multiple entry points. It is an effective diagnostic tool because it reveals what students bring to the learning.
Problematised situations by children for children
Strategy lessons respond to the needs (skills or strategies) identified in the problematised situation and are designed to provide students with specific learning opportunities to correct misconceptions and develop the skills they need to effectively solve the problem.

Reflection: is a vital part of the numeracy block - students need time to consider their learning, compare with others and identify their misconceptions.

https://plus.google.com/communities/115530386467310529755

Another useful strategy with numeracy learning is the application of gamification. Kids the world over play games. They fail multiple times. And this is something they do willingly.

The Botanic Gardens conducted a competition called “Botanic Gardens of the Future - asking SA students to construct a garden in the populr game Minecraft. A student from Prospect Primary School won the competition. Take a look at what he has constructed and consider the maths invovled. Firstly it was for a real audience, secondly a real world issue - What could a Botanic Garden of the future look like? and thirdly it was engaging through the use of Minecraft, a very popular 8 bit graphic game used by children the world over. Minecraft’s ability to be used in creative and / or survival mode makes it useful for education.

https://www.youtube.com/watch?v=Glgdz-LQsa4 - Minecraft Botanic Garden of The Future
Demo of Minecraft on the iPad - volume, geometry, calculating, problem solving.


Technological Knowledge - iPads and apps
Computer technology can support students and facilitate the inquiry learning process in many ways, for example by offering computer simulations for exploring, experimenting, and collecting empirical data ...; tools for building and running dynamic models ...); tools for storing,editing, organizing, visualizing, and sharing data...; and last but not least, tools for communication and exchanging information with others (e.g., chat tools, e-mail, online forums, message boards, threaded discussions)...Kolloffel, B &. Eysink,Tessa H. S & Ton de Jong (2010)
In order to use ICT effectively we need to consider it’s purpose and intentional use and aim towards redefining learning as suggested in the SAMR model.

Apps that teach problem solving and engage students in the new Digital Technologies curriculum are an excellent example of using gaming to teach numeracy.

Kodable demo

Game press demo

Paritipcating in online professional communiities is the best investment of time that we can apply for our learning.

I use Twitter and Facebook prolifically, but I am also a member of Edmodo grooups, Google plus Communities and AITSL also has an app for you to collect evidence of your professional learning aligned to the standards.

Demo Twitter, AITSL app.

So back to my original question - What happens at the intersection of numeracy learning through inquiry approaches using technology?

There are not many examples of excellent practice in SA to draw on of teachers effectively using technology in both the numeracy and inquiry spaces. Why don't you become pioneers in this. I look forward to continuing the conversation with you.

ACARA (2014) Australian Curriculum, General Capabilities, Numeracy

Alberta Learning. 2004. Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry-Based Learning. Edmonton, Alta.: Learning and Teaching Resources Branch.

Atweh, Bill, and Merrilyn Goos. "The Australian mathematics curriculum: A move forward or back to the future?."Australian Journal of Education 55.3 (2011): 214-228.

Baker Anne, (2013) http://www.acleadersresource.sa.edu.au/index.php?search=numeracy

de Jong, T. (2006). Technological advances in inquiry learning. Science, 312(5773), 532-533.

Galileo Educational Network 1999-2014 accessed online at http://galileo.org/teachers/designing-learning/articles/what-is-inquiry/ on 2/10/2014

Government of South Australia Department of Education and Children’s Services 2010 Teaching for Effective Learning Framework

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Kolloffel, B &. Eysink,Tessa H. S & Ton de Jong (2010) Comparing the effects of representational tools in collaborative and individual inquiry learning, in Computer-Supported Collaborative Learning (2011) 6:223–251 DOI 10.1007/s11412-011-9110-3

Meyer, Dan (2010) https://www.ted.com/talks/dan_meyer_math_curriculum_makeover?language=en accessed online 9 September 2014.

Murdoch, Kath (2011) Inquiry learning – journeys through the thinking processes. Ihttp://www.kathmurdoch.com.au/fileadmin/_migrated/content_uploads/inquirylearnin...

Puentedura , R. (2013 May 29). Paths to Technology Integration: SAMR & TPCK in Context http://www.hippasus.com/rrpweblog/archives/2013/05/29/PathsToTechnologyInte... accessed online at January 30 2014

Sweeney, T. (2008). Transforming learning with interactive whiteboards: Towards a developmental framework. Australian Educational Computing, 23(2) pp. 24-31